6.2 Effectiveness of their training in the teacher education curriculum

6.3 Aspirations and Expectations

6.1 Models of Teaching and Learning

An overall positive image emerges from the responses indicating
the students' internalised view of what and how committed professional teachers
behave and conduct themselves. Over 70% of the students reported that it was
necessary for teachers to spend sufficient time in preparing and planning for
their lessons. Over 80% expressed confidence that they would be able to use
innovative teaching methods that they had learnt when they practised as future
teachers. 72% of the students indicated that they were competent in designing
teaching aids for the classroom.

Over 90% of the respondents indicated that learners learn best
when working in small groups. 84% of the students disagreed that pupils learn
better from listening to the teacher rather than from asking questions. Whilst
they agreed with interactive learning 60% indicated that they saw the need for
teachers to "teach learners the facts that they needed to know". The overall
impression created by reviewing these responses is that the student teachers had
learnt a sophisticated understanding of learner and learning centered education.

85% of the student teachers indicated that they would be able to
intervene in improving the academic performance of low achieving pupils.

An important division of student opinion is noted when it comes
to the use of corporal punishment. 50% indicated that caning was not necessary
for maintaining discipline in the classroom. This suggests that 50% believe that
caning is a necessary disciplinary measure, however 70% indicated that it was
not useful for helping children learn better. Their preference to use caning is
related to the need to secure a disciplined environment, and not necessarily as
a means to improve children's learning. This suggests further that the teachers
are preoccupied with the overall ethos of the school environment being well
organised through discipline: within which learners can realise their potential.
The use of corporal punishment as a cultural practice is revealed repeatedly in
case study life histories of student teachers (Samuel: 1998), where parents
usually encourage teachers to use caning as a means of getting children to focus
on their studies. The practice of caning is widely sanctioned by communities and
parents, despite its being legally outlawed.

Student teachers appear to have imbibed the notions of
reflective practice in relation to their teaching practice. Over 90% of the
students indicated that they had consciously reflected on the lessons they had
taught with a view to looking at how it could be improved. This high percentage
might have a lot to do with the requirements of the Teaching Practice course
which expects students to keep daily records of school activities in a
reflective journal. Whilst this journal in the beginning is seen as a burdensome
responsibility, the students within a short space of time come to value it as a
tool to engage with during supervision sessions with visiting supervising
lecturers (Samuel: 1998).

This suggests that student teachers emerge out of the programme
believing that teaching is an ongoing developmental process, capable of being
reviewed and renewed through individual and group reflection. This is confirmed
also by the high ratings that students attach to the role of their peers ("buddy
teachers"), the mentor teachers and the university-supervising
lecturers.